This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students and the conditions that are developed to cultivate a student health center that not only addresses students’ physical health but also reaffirms these students.

This article reports findings from a comparative case study that examined how teachers who held strong intentions to support lesbian, gay, bisexual, transgender and queer (LGBTQ) students facilitated classroom discourse about LGBTQ identity.

This article examines how a Gay-Straight Alliance (GSA) endeavored to build its school as an inclusive environment open to students of different sexual orientations. Focusing on the semiotic dimension of spatial production, this article investigates how a conflict over a sign on the GSA’s bulletin board functioned as one front in an ongoing struggle to produce the school’s main hallway as a particular kind of space.

Research on integration processes still has a national focus. This article compares the school careers of children of Turkish immigrants across Germany and the Netherlands, indicating that their educational position differs significantly in the two countries. The national context works out differently not only for the group as a whole but also for men and women. The article explores these differences and provides some clues about the factors that determine them.

This article examines reasons underlying the professional entry of African American women teachers who participated in two separate qualitative studies. Study findings suggest that for some Black women teachers, teaching is more than a vocational choice, but rather a decision related to intergenerational connections, communities, and cultural work.

In light of grades’ instrumental, motivational, and symbolic saliency in students’ school experience, this investigation focuses on gender differentials in sense of justice about grades, comparing high school students in two educational settings: Israel and Germany. Despite the strong norm of equitable distribution of grades, the pattern of results suggest that gender plays a role in both the allocation of this reward and the judgment of fair distribution, therefore affecting students’ sense of (in)justice. Similarities as well as certain differences in the comparison of sense of justice of Israeli and German boys and girls are discussed in light of system-specific features.

This study uses data from a 10-year longitudinal study to explore how women graduates of a liberal arts college experience the gendered construction of teachers and teaching as they make life and career choices.

This grounded theory of feminist transformation was derived from an institutional and life history approach. A feminist post-structuralist and cultural theoretical perspective were used to investigate the meaning of transformation for nine feminst scholars. Dialogism, as a distinctive feminist meaning-making system and as an emergent discourse for a new generation of academic feminists were salient aspects of this contextual account of institutional transformation.

This paper draws on data from a group case study of women in higher education management in Hong Kong, Singapore, Malaysia, and Thailand. It investigates culture-specific dimensions of what the Western literature has conceptualized as "glass ceiling" impediments to women's career advancement in higher education.

The events of September 11, 2001 have prompted a rearticulation of “traditional” masculinity in the United States. This article suggests the consequences of this rearticulation on women, persons of color, and the working class and proposes reasons educators should examine masculinity and terror in their classrooms.

This article contrasts the discourses of teen pregnancy articulated by low-income women in an urban high school with those of the media to suggest that educators and policy-makers rethink the “problem” of teen pregnancy.

In this article, we present findings about the implementation of single gender public schooling in California--a movement that signifies a growing interest in school choice and private sector solutions to public education problems.

Using data collected ethnographically, this article explores the gender and race work accomplished in a sexuality program in an urban magnet school. Implications for school based sexuality curricula are considered.

The author evaluates and extends the literature demonstrating that gender differences on standardized tests of quantitative reasoning may reflect underlying differences in cognitive processing that might be explained in part by socialization patterns inherent in American culture.

By examining adolescents' conceptions of how fairly they are treated in school, the authors explore broader social issues concerning the way schools serve student socialization functions in a democratic society; a preliminary method for investigating gender differences in students' judgements of fairness regarding their school experiences is also provided.

The central thesis of this article is that professionalization projects, such as those endorsed by normal schools and schools of education, contributed to vertical and horizontal divisions of labor by constructing differing views of professionalization, which became associated with and gave institutional support to gendered assumptions about women and teaching in general.

This article defends race and gender-based affirmative action against recent attacks by liberals and conservatives. It argues that a need-based approach is not an adequate substitute for the present practice.

The intent of this article is twofold: (1) to analyze data on demographic trends in the growth of the African-American teaching force in the South from 1890-1940, highlighting, in particular, the significant feminization of the black teaching corps that took place over this period; and (2) to investigate the complex topic of discriminatory salaries for African-American teachers, and to illuminate the African-American perspective on the interrelated issues involved.

Sandra Hollingsworth and Janet Miller are middle-class, white,
women professors and teacher educators in their forties who also have
been engaged in separate six-year-long teacher-researcher collaboratives.
They agreed to co-create this chapter as a series of conversational
letters which would both explore the issue of "gender equity"
in teacher research and help them get to know each other personally
and professionally. Drawing upon the histories that ground their personal
experiences, the authors reflect in their writings about teacher
research from various feminist perspectives on achieving gender
equity and social change in schools.

Journal of Educational ResearchThe Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools.

Journal of Gender StudiesThe Journal of Gender Studies is an interdisciplinary journal which publishes articles relating to gender from a feminist perspective covering a wide range of subject areas including the Social and Natural Sciences, Arts and Popular Culture.

Collegiate Grading Practices and the Gender Pay GapExtending research findings by R. Sabot and J. Wakeman-Linn (1991), this article presents a theoretical analysis showing that relatively low grading quantitative fields and high grading verbal fields create a disincentive for college women to invest in quantitative study.